BONGABONG NORTH DISTRICT

OUTPUT
MEMBERS:

1. Rhodellen Y. Mata
2. Catherine G. Belgira
3. Rayshel A. Magracia
4. Rona R. Gaad
5. Edwin z. Macaraeg Jr.
 ESSENTIAL FEAUTURES OF DAP HOW TO IMPLEMENT
1. Creating a caring community of learners It can be implemented by conducting an activity that build
positive and responsive relationships among the members
that support children to develop and learn
In their capacity in all domains.

2. Planning Curriculum to Achieve Important Goals Develop a written curriculum that is appropriate to the
developmental stage of the learners that support
individualized learning.

3.Teaching to Enhance Development and Learning Give balanced teacher-directed and child-initiated
activities or exercises that should meet the individual needs
and learning goals.
Domain of Literacy Strategies/Activities Introducing /Developing them Other Skills indirectly
Developed
Oral Language Encourage conversation Linguistic-Processing Skills
Phonological Awareness recognizing which words in a set of words begin with the same sound Linguistic-Processing Skills

Book and Print Knowledge Teach the alphabet Reading readiness skills
Alphabet Knowledge Teach letter names then letter sounds Print-Related Skills
Phonics and Word Recognition Intense Systematic Explicit Instruction Reading Skills Development
Fluency Practice sight words so kids can automatically recognize words Reading Skills Development
Spelling listen for each sound in a word and to represent each sound with a Writing Skills Development
letter or combination of letters
Writing and Composition Use simpler words and phrases Writing Skills Development
Grammar awareness and structure Use authentic writing situations every day Reading Skills Development
Vocabulary Development Make Friends with the Dictionary Reading Skills Development
Reading Comprehension Using Prior Knowledge/Previewing Reading Skills Development
Listening Comprehension Face the speaker and maintain eye contact Linguistic-Processing Skills
Attitude Toward Language, Literacy Create a classroom environment that promotes reading and classroom Reading Skills Development
And Language norms that value reading

Study Skills Create a designated study space for your students Study Skills

 
Important Quotations/Key Terms
 
Once you learn to read, you will be forever free. ~Frederick Douglass
There are many little ways to enlarge your child’s world. Love of books is the best of all. ~Jacqueline Kennedy

People don’t realise how a man’s whole life can be changed by one book. ~Malcolm X
When you learn to read you will be born again…and you will never be quite so alone again. ~Rumer Godden

To learn to read is to light a fire; every syllable that is spelled out is a spark. ~Victor Hugo
 3 Principles in Child Development

PREPARED BY:

EDWIN Z. MACARAEG JR.

RHODELLEN Y. MATA
RAYSHEL A. MAGRACIA
CATHERINE G. BELGIRA
RONA R. GAAD
 Child Development Principles

Child development refers to the way a child grows and learns. There are
three areas, or domains, of child development:

Physical – the development and growth of the child’s body, muscles, and
senses.
Social – how the child relates, plays and talks to others.
Emotional – the child’s awareness of self, how the child feels about
himself, expression of feelings and how he helps care for himself.

The domains are interrelated; what happens in one domain influences

development in the other domains. The skills and knowledge that
children develop early in his life are the foundation for more advanced
skills and knowledge.
Each child develops at his or her own rate. Regular developmental
screening is a way to help parents and professionals like doctors, nurses,
child care providers and teachers gather information about children’s
How can each principles be applied to your work with children?
 PHYSICAL DEVELOPMENT

As a teacher or as the physical educator, my role is to provide

maximum physical activity time within the class period, teach
skills and activities that transfer into physical activity outside of
physical education class, motivate children to be physically
active, and take the role of physical activity director for the
school.
I should provide structure through guidance, support and
opportunities for creative problem-solving.
There are some many ways to encourage Motor or Physical
Development
1.Let the pupils turn the pages of a book when you read with
him/her.
2.Provide toys with moving parts that stay attached.
There are many activities for children to help them learn
through play and those are playdough, dress-up and role play,
doll and character play, drawing and painting, blocks,
jigsaws, and shape sorters, music, dancing, and singing.
Active play is critical for kids' physical development. It helps
children hone their coordination, balance, gross-motor skills
(large movements like crawling and walking) and fine-motor
skills (smaller movements like picking objects up). ... That's
the genius of play!
 SOCIAL DEVELOPMENT

Social development refers to the process by which a child learns

to interact with others around them. As they develop and
perceive their own individuality within their community, they
also gain skills to communicate with other people and process
their actions.
Positive social and emotional development is important. This
development influences a child's self-confidence, empathy, the
ability to develop meaningful and lasting friendships and
partnerships, and a sense of importance and value to those
around him/her.
The example of social development is the skills like bouncing
back from being teased or sitting still in a group to listen to a
story are all examples of healthy social and emotional
In promoting Social-Emotional Development in my
Pupils, I should:
1.Love your child and show your affection for them. ...
2.Encourage your child to try new things. ...
3.Give your child opportunities to play with other
children their age. ...
4.Show your feelings. ...
5.Establish daily routines. ...
6.Acknowledge your child's feelings.
How can teachers improve social development?
●Teachers and caregivers promote children's social
and emotional health by establishing trusting
relationships, created when teachers express warmth,
affection, and respect. Teachers can intentionally teach
and enhance these skills using evidence-based
strategies to teach, model, and reinforce positive
behaviors.
 EMOTIONAL DEVELOPMENT
Families are the first and most important influence on a
child's social-emotional development. For the most part
families naturally fulfill this responsibility by simply being
responsive to their child's needs and providing a safe
environment to grow and learn.
School is one of the primary contexts in which children
learn to function independently of their families. Teachers
play an important role in developing the child’s capacity to
regulate his or her emotions and to relate successfully to
peers.
Teachers and caregivers promote children's social and
emotional health by establishing trusting relationships,
created when teachers express warmth, affection, and
respect. Teachers can intentionally teach and enhance these
 One of the best ways to help children learn about emotion
is through story. This not only provides emotional
vocabulary but puts it into a creative context. Melissa Hart,
parent and author, offers some helpful suggestions. “Many
educators and parents use books to foster emotional
development in children.
Encourage writing as a means of expression by teaching
students a variety of emotion words to use in their writing,
encouraging students to think about choices and
consequences and effects on self and others, identifying
students' goals and aspirations and how these connect to their
everyday behavior.
As a teacher I should promote emotional development in my
pupils by means of:
Start by being supportive,
Love your child and show your affection for them. ...
Encourage your child to try new things. ...
Give your child opportunities to play with other children their
age. ...
Show your feelings. ...
Establish daily routines. ...
Acknowledge your child's feelings
  
MANAGEMENT OF K TO 3 CLASSROOM
 
1. What concepts are no longer new to me?
 The concepts that are no longer new to me is the individual differences of our learners with regards to their needs,
interests, learning styles, cultural and family background.
2. What concepts are new to me?
 The concept that is new to me is that every children has its own timing of experiences where in environment has
also plays an important role towards the child’s development. 
3. What concepts struck me most?
 The child’s development not begins in the womb but learning begins at birth is the concept that struck me most.
4. What realizations did we get from the session?
 My realization, as an educator we must always consider the uniqueness of our learners. Let the child’s develop
their learning through the process by engaging them in varied learning opportunities and meaningful learning
experiences that can enhance and improve learner’s skills and abilities in any field.
 
 
 
DEVELOPING THINGKING SKILLS: FOUNDATION OF
LITERACY
●LETTER MOSAIC
●LETTER RECOGNITION ACTIVITY
DEVELOPING ALPHABET KNOWLEDGE AND ORAL LANGUAGE AND
VOCABULARY
Workshop #1
Come up with set of sentences that uses alliteration (the first letter of each word
must be the target letter. Place a blank in front each work for the child to fill up.
The Big Bug
A _ig _ug _it the little _eetle (b)
_ut the little _eetle _it the _ig _ug _ack. (b)
Workshop #2
Develop a set of pictures that can be sequenced into story. Make
sure that there is only one way to arrange your pictures. Choose
a task that a child is usually engaged in.
Prepare an “I Spy Game” that allows the child to look for pictures that
use the target letter /m/. Because this is an oral language and vocabulary
activity that it focuses on word meanings and language functions and
NOT phonemic awareness.
Title: Si Matsing at si Pagong
Kwento ni Virgilio S. Almario ; guhit ni Leo Alvarado

Personal Value: Enjoyment

Picture books: Picture Story Book
Summary: Isang kwento ng magkaibigan na si Pagong at Matsing kung saan ay tuso si Matsing at niloko
niya ang kanyang kaibigan na si Pagong.
Moral Lessons:
· Ang pagiging tuso at mapanlamang ay dapat na maiwasan, dahil sa huli ikaw rin ang talo.
· Huwag pagsamantalahan ang kahinaan ng iba.
· Huwag maging madamot sa kapwa lalong lalo na kung kaibigan mo pa ito.
· Wala ng mas mahalaga pa sa pagkakaibigan, walang anumang bagay ang maaring pumalit dito.
· Pahalagahan ang kaibigan dahil mahirap mahanap ang isang tunay at totoong kaibigan
TITLE: THE LION AND THE MOUSE
RETOLD BY: Mairi Mackinnon
ILLUSTRATOR: Frank Endersloy

PERSONAL VALUE: Moral reasoning

SUMMARY:
A Lion lay asleep in the forest, his great head resting on his paws. A timid little Mouse came upon him unexpectedly, and in her
fright and haste to get away, ran across the Lion's nose. Roused from his nap, the Lion laid his huge paw angrily on the tiny creature to kill
her.
the mouse begs for his life, saying that if the lion will free him the mouse will return the favor one day. The lion lifted his paw and
let the mouse free to go.
Sometimes later, a few hunters captured the lion, and tied him to a tree. After that they went in search of a wagon to take him to
the zoo. Just then the little mouse happened pass by. On seeing the lion’s plight, he ran up to him and gnawed away the ropes that bound
him, the king of the jungle.
 
MORAL LESSON:
● Mercy brings its reward and that there is no being so small that it cannot help a greater.
● Help others, and they will help you.
● whoever it be, whatever size, we should help each other, and these kind deeds always get rewarded.
 Chall on Stages of Reading Development
Level Description
Stage 0. Prereading: Birth to Age 6 The Pre-reading Stage covers a greater period of time and probably covers a greater series
of changes than any of the other stages (Bissex, 1980). From birth until the beginning of
formal education, children living in a literate culture with an alphabetic writing system
accumulate a fund of knowledge about letters, words, and books. The children grow in
their control over various aspects of language—syntax and words. And they gain some
insights into the nature of words: that some sound the same at their ends or beginnings
(rhyme and alliteration), that they can be broken into parts, and that the parts can be put
together (synthesized, blended) to form whole words.
Stage 1. Initial Reading, or Decoding, Stage: Grades 1-2, Ages The essential aspect of Stage 1 is learning the arbitrary set of letters and associating these
6-7 with the corresponding parts of spoken words. In this stage, children and adults interiorize
cognitive knowledge about reading, such as what the letters are for, how to know that bun
is not bug, and how to know when a mistake is made. This stage has been referred to
pejoratively as a “guessing and memory game,” or as “grunting and groaning,” “mumbling
and bumbling,” or “barking at print,” depending on whether the prevailing methodology
for beginning reading instruction is a sight or a phonic approach. The qualitative change
that occurs at the end of this stage is the insight gained about the nature of the spelling
system of the particular alphabetic language used.
Stage 2. Confirmation, Fluency, Ungluing from Print: Grades Essentially, reading in Stage 2 consolidates what was learned in Stage 1. Reading stories
2-3, Ages 7-8.6 previously heard increases fluency. Stage 2 reading is not for gaining new information, but
for confirming what is already known to the reader. Because the content of what is read is
basically familiar, the reader can concentrate attention on the printed words, usually the
most common, high-frequency words. And with the basic decoding skills and insights
interiorized in Stage 1, the reader can take advantage of what is said in the story and
book, matching it to his or her knowledge and language. Although some additional, more
complex phonic elements and generalizations are learned during Stage 2 and even later, it
appears that what most children learn in Stage 2 is to use their decoding language, and
the redundancies of the stories read. They gain courage and skill in using context and thus
gain fluency and speed.
Stage 3. Reading for Learning the New: A First Step When readers enter Stage 3, they start on the long course of reading to “learn the
new”—new knowledge, information, thoughts and experiences. Because their
background (world) knowledge, vocabulary, and cognitive abilities are still limited
at this stage, the first steps of Stage 3 reading are usually best developed with
materials and purposes that are clear, within one viewpoint, and limited in
technical complexities. This is in contrast to Stage 4 where multiplicity of views,
complexity of language and ideas, as well as subtleties of interpretation are the
Stage 4. Multiple Viewpoints: High School, Ages 14—18 expected.
The essential characteristic of reading in Stage 4 is that it involves dealing with more
than one point of view. For example, in contrast to an elementary school textbook
on American history, which presupposes Stage 3 reading, the textbook at the high-
school level requires dealing with a variety of viewpoints. Compared to the textbooks
in the lower grades, the increased weight and length of high-school texts no doubt
can be accounted for by greater depth of treatment and greater variety in points of
view. Stage 4 reading may essentially involve an ability to deal with layers of facts
and concepts added on to those acquired earlier. These other viewpoints can be
acquired, however, because the necessary knowledge was learned earlier. Without
the basic knowledge acquired in Stage 3, reading materials with multiple viewpoints
would be difficult.
Stage 5. Construction and Reconstruction—A World View: When Stage 5 is reached, one has learned to read certain books and articles in the
College, Age 18 and Above degree of detail and completeness that one needs for one’s purpose, starting at the end,
the middle, or the beginning. A reader at Stage 5 knows what not to read, as well as
what to read. To reach this stage is to be able to use selectively the printed material in
those areas of knowledge central to one’s concern. Whether all people can reach Stage 5
reading, even at the end of four years of college, is open to study.
 ACROSTIC
READING
 
R- Reading is fun

E- Enhance vocabulary skills

A- Ability to comprehend
D- Develop critical thinking skills
I- Improves literacy and numeracy

N- Nurture reader’s imagination

G- Gain new knowledge and experience